Exploring the acceptance of online learning among students in technical and non-technical programmes at a higher education institution

Abstract

Higher education institutions have substantially shifted towards online teaching and learning. However, empirical research examining students’ perceptions on online learning in different academic fields is limited, necessitating further research in this area. This study investigates differences in online learning acceptance and technology acceptance factors among undergraduate students in technical and non-technical programmes. A questionnaire survey was employed to gather data from Malaysian undergraduate students enrolled in Technology Management (TM) and Information Technology (IT) programmes. The results suggest a moderate level of acceptance of online learning among undergraduate students. IT students demonstrate a significantly greater inclination towards accepting e-learning than students in the TM field. IT students also perceived the technological acceptance factors (performance expectancy, effort expectancy, social influence, and facilitating conditions) much higher than the TM students. The one-way MANOVA test supports all the hypotheses proposed that there are significant differences between IT and TM students in online learning acceptance, performance expectancy, effort expectancy, social influence, and facilitating conditions. The findings have important implications for addressing challenges related to online learning in higher education institutions. This will lead to a more seamless integration of online learning into current educational practises.